This article explores how use or nonuse of augmentative and alternative communication can be affected by the ongoing development and interaction of a child's identity through various cultural milieu. It examines the student's role in the selection and use of devices and the effects of family, school, and community. (Contains references.) (CR)

This position statement by the National Joint Committee for the Communication Needs of Persons with Severe Disabilities addresses access to communication services. It states that eligibility for communication services should be based on individual needs and argues that eligibility determination based on a priori criteria violate recommended…

In the first of 2 studies, 7 subjects with severe mental retardation (ages 6-20) using augmentative communication produced untaught symbol combinations resembling those of young speaking language learners. The second study found that modeled combinations did not resemble the subjects' productions, suggesting the augmented communicators used…

The communication skills of 13 youth with moderate or severe mental retardation were compared while they communicated with a "standard partner" with and without access to their augmented communication devices. With the devices, subjects communicated more information, more clearly, and more specifically than without the devices. (DB)

This study examined the context and interaction variables associated with communication reciprocity with five adolescents with physical and/or cognitive disabilities using augmentative/alternative communication (AAC) systems and their nondisabled peers. Clusters of context/interaction patterns related to more balanced communication were…

This study attempted to increase the quantity of social interaction with peers in classroom settings between children (aged 5 to 9 years) with cerebral palsy who were using augmentative and alternative communication (AAC) systems. The multifaceted 15-week intervention was directed at communication partners and was found effective in increasing…

This article discusses the risks involved for speech-pathologists in making choices about controversial practices and offers a clinical practice framework for gathering information about controversial approaches and for implementing and motioning their use. The framework is illustrated using facilitated communication as an example of a…

A review of the literature examines three emerging trends related to the impact of augmentative and alternative communication (AAC) for children with disabilities: (1) the prescription of appropriate AAC devices; (2) implementation of AAC across multiple contexts; and (3) maintenance of AAC use and anticipation of transition needs. The importance…

A study investigated whether the use of assistive technology would assist in the ability to identify symbols by three girls (ages 8-10) with Rett syndrome. Individualized multimedia programs resulted in a steady learning curve across symbol sets and a partial retention of knowledge throughout maintenance probes. (Contains references.) (CR)

The goal of augmentative and alternative communication (AAC) is the most effective communication possible. Speech-language pathologists are obligated to collect data, measure communication, and apply the principles of evidence-based practice (EBP). This article presents a model for EBP that represents how collecting and evaluating performance data…

Cognitive disability entails a substantial limitation in one's capacity to think, including conceptualizing, planning, and sequencing thoughts and actions, remembering, interpreting subtle social cues, and understanding numbers and symbols. Cognitive disabilities include intellectual disabilities and can also stem from brain injury, Alzheimer's…

The communication of people with autism spectrum disorder (ASD) is characterized by a qualitative impairment in verbal and non-verbal communication. In past decades a growing body of descriptive studies has appeared on language and communication problems in ASD. Reviews suggest that the development of formal and semantic aspects is relatively…

This study evaluated the effectiveness of pyramidal training with direct care staff in group homes. Training focused on teaching staff how to provide opportunities for communication to non-speaking children with developmental disabilities to communicate. Staff were taught through a combination of a workshop, and nondirective consultation following…

This paper addresses considerations inherent in the augmentative and alternative communication (AAC) decision-making process which are important for teachers and related services personnel who participate on Individualized Education Program (IEP) teams for students with disabilities. Specific dimensions discussed include characteristics of the…

This book is intended to help parents and professionals understand the communication difficulties of children and adults who do not speak, including those with autism spectrum disorders. The first four chapters describe typical characteristics of nonverbal individuals and offer examples of the authors' approach to communication and the…